Summary: This article talks about using current issues to teach science. It looks at using issues as a way to eliminate the age-old student question of "Why are we doing this?", and also as a better way to get students engaged with material than teaching topics. It goes over the difference between issues and topics, explaining that issues are more question or problem based and are best introduced with a guiding question. Not only will this type of teaching relate the science you are teaching to the real world but it will foster students skills in inquiry, reasoning and using evidence to back up ideas. When teaching with issues, it is crucial to ensure that the issues are accessible, scientifically relevant, content and age appropriate.
Reflection: I really liked what this article had to say about using issues in the classroom because I feel like it is a great way to get students to actually relate to the material and also to foster inquiry and scientific problem solving skills. The questions students are supposed to use with issues are open ended, and answers must be backed with scientific evidence from the student which I feel gives them the opportunity to do a great deal of learning. Students will have to do more than just regurgitate material, they will have to find logical answers and must be able to say why they believe they are right which will give them the opportunity to use inquiry and also to learn more in depth why certain decisions make sense. The article talks about giving students an environment in line with society when approaching an issue, for example having a mock town hall meeting where students openly debate the issue at hand. This will not only give students the opportunity to share what they have learned but they will be forced to make sense of the issue and explain the scientific reasoning behind it. This type of environment will really give students a chance to take a stand on where they feel with an issue and share it with peers, bringing a different level of importance to this issue for students on a personal level.
Wilmes, S, & Howard, J. (2009). Using Issues-based science in the classroom. The Science Teacher, 76(8), Retrieved from http://0-vnweb.hwwilsonweb.com.helin.uri.edu/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.42
Summary: This article talks about using current issues to teach science. It looks at using issues as a way to eliminate the age-old student question of "Why are we doing this?", and also as a better way to get students engaged with material than teaching topics. It goes over the difference between issues and topics, explaining that issues are more question or problem based and are best introduced with a guiding question. Not only will this type of teaching relate the science you are teaching to the real world but it will foster students skills in inquiry, reasoning and using evidence to back up ideas. When teaching with issues, it is crucial to ensure that the issues are accessible, scientifically relevant, content and age appropriate.
Reflection: I really liked what this article had to say about using issues in the classroom because I feel like it is a great way to get students to actually relate to the material and also to foster inquiry and scientific problem solving skills. The questions students are supposed to use with issues are open ended, and answers must be backed with scientific evidence from the student which I feel gives them the opportunity to do a great deal of learning. Students will have to do more than just regurgitate material, they will have to find logical answers and must be able to say why they believe they are right which will give them the opportunity to use inquiry and also to learn more in depth why certain decisions make sense. The article talks about giving students an environment in line with society when approaching an issue, for example having a mock town hall meeting where students openly debate the issue at hand. This will not only give students the opportunity to share what they have learned but they will be forced to make sense of the issue and explain the scientific reasoning behind it. This type of environment will really give students a chance to take a stand on where they feel with an issue and share it with peers, bringing a different level of importance to this issue for students on a personal level.
Jennifer C.